The Effect of Competitive, Cooperative, and Solo Play on Subjective Vitality and Negative Affect

Maynard, Doug; Mancini, Leah J.; Rolón, Vania

doi:10.24839/2325-7342.jn25.2.98

Cited by 3 publications

(3 citation statements)

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“…Zosh et al (2018) highlight that playful activities consist of a combination of active engagement, meaningful information, social interaction, iteration, and joy, while playfulness can be related to individual characteristics and capabilities to engage in interaction with others, resolve tensions in different social environments and demonstrate a preference for complexity and problem solving (Hyvönen, 2008;Kangas, 2010;Proyer, 2017). Current playfulness research has mainly focused on children's play and on adult playfulness (Proyer et al, 2019a) and provides evidence on playfulness having positive effects on a person's well-being and emotional state (Maynard et al, 2020), creativity and problem-solving skills (Le Hunt, 2017) as well as supporting individual's emotional intelligence (Hart and Holmes, 2022). All these benefits of playfulness are essential in ECE teachers' work.…”

Section: Introductionmentioning

confidence: 99%

Pre-service early childhood teachers’ perceptions of their playfulness and inquisitiveness

Hurme,

Siklander,

Kangas

et al. 2023

Front. Educ.

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Recognizing one’s own playfulness is important for early childhood education (ECE) teachers, who are responsible for organizing and implementing child-initiated pedagogy in ECE centers. Playfulness research has focused on children’s play and playfulness in workplaces, but playfulness as a part of ECE teachers’ pedagogical and adaptive expertise is rarely studied. Using multiple playfulness and innovativeness instruments, first- and third-year pre-service ECE teachers’ (n = 208) self-reported playfulness and inquisitiveness was examined. Correlation coefficients and Student t-tests were performed to examine the connections between playfulness, the facets of playfulness, and inquisitiveness, also between the first- and third-year pre-service ECE teachers. The results of the study show that playfulness, the facets of playfulness and inquisitiveness are connected. The results also show that although there were no statistically significant differences among the first- and third-year pre-service ECE teachers’ playfulness and inquisitiveness, they had different orientations towards playfulness. Additional research is needed to explore how in-service teachers and pre-service teachers can learn playfulness and inquisitiveness as a part of their pedagogical expertise. The results are implementable for designing, developing and evaluating ECE teacher education.

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Section: Introductionmentioning

confidence: 99%

Pre-service early childhood teachers’ perceptions of their playfulness and inquisitiveness

Hurme,

Siklander,

Kangas

et al. 2023

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…Playfulness research has focused on children's play and playfulness in workplaces, but playfulness as a part of ECE teachers' pedagogical orientation and adaptive expertise is rarely studied. Although current research has focused mainly on global adult playfulness (Proyer et al, 2019), there is evidence on playfulness having positive effects on a person's well-being and emotional state (Maynard et al, 2020), creativity and problem-solving skills (Le Hunt, 2017), and that it supports emotional intelligence (Hart and Holmes, 2022), all of which are beneficial in ECE pre-service teachers' work.…”

Section: Introductionmentioning

confidence: 99%

Pre-service early childhood teachers’ perceptions of their playfulness

Hurme¹,

Siklander²,

Kangas³

et al. 2022

Preprint

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Recognizing one’s own playfulness is important for early childhood education (ECE) teachers, who are responsible for organizing and implementing child-initiated pedagogy in kindergarten. Playfulness research has focused on children’s play and playfulness in workplaces, but playfulness as a part of ECE teachers’ pedagogical orientation and adaptive expertise is rarely studied. Using multiple playfulness measurements, first- and third-year pre-service ECE teachers’ (n = 208) self-reported playfulness was examined. Correlation coefficients and t-tests were performed to examine the connections between the facets of playfulness, adaptiveness and inquisitiveness. The results of the study show that, although there were no statistically significant differences among the groups, they had different orientations towards playfulness. As their education proceeds, pre-service teachers should be able to integrate theoretical knowledge and practical knowledge to focus on children’s needs and the quality of interaction with and among children and to take steps towards adaptive expertise. Additional research is needed to explore how teachers and pre-service teachers can learn playfulness as a part of their pedagogical expertise. The results are implementable for designing, developing and evaluating ECE teacher education.

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“…DesCamp and Thomas (1993) found that active physical play buffered the effects of strain and stress among nurses, while Ocobock et al (2020) discovered an association between absorption in playful improv activities and lower cortisol levels. Even a single, brief period of play in a laboratory setting can increase positive mood and feelings of subjective vitality while decreasing negative emotions and markers of stress (e.g., Maynard et al, 2020;Russoniello et al, 2009). Given this accumulating evidence for the importance of play for adult well-being, what happens when a young adult's ability to play in their preferred way is suddenly upended by forces outside their control?…”

mentioning

confidence: 99%

Changes in the play lives of college students during the early COVID-19 pandemic lockdown

Maynard

Rodriguez

DeBonis

et al. 2022

The Journal of Play in Adulthood

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In the current study, we explored changes in the lived play experiences of college students as they were sent home in March 2020 in response to the growing COVID-19 pandemic, and the impacts of those play changes upon their daily lives, relationships, and well-being. Undergraduates (N = 71) from a public university near New York City - the epicentre of the pandemic in the United States at that time - completed an open-ended questionnaire about their play experiences before versus after lockdown. Data were analyzed using template analysis to develop a hierarchical outline of thematic codes. Participant responses revealed strikingly varied experiences in their play lives as a result of the lockdown. While some students experienced deep losses in what and with whom they played, for others the transition offered opportunities for discovery (or rediscovery) of play activities or a reprioritization of play in their lives. Still other students found ways to maintain their prior ways of playing with minor disruption. We will discuss the implications of the current findings for the role and importance of play not only during the pandemic, but also in the context of emerging adulthood and broader human need satisfaction.

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The Effect of Competitive, Cooperative, and Solo Play on Subjective Vitality and Negative Affect

Cited by 3 publications

References 0 publications

Pre-service early childhood teachers’ perceptions of their playfulness and inquisitiveness

Pre-service early childhood teachers’ perceptions of their playfulness and inquisitiveness

Pre-service early childhood teachers’ perceptions of their playfulness

Changes in the play lives of college students during the early COVID-19 pandemic lockdown

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